TWC Framework

Tacoma Whole Child Pillars


“The Pillars” are the main components of Whole Child, these pillars interconnect and build on each other to help support students throughout their day.  Using a continuous improvement model and data-based decision making, Whole Child should be based on the specific context of each building.  These pillars help guide building teams, and district coaches to focus work, build their social emotional learning plan and help clarify “what is Whole Child.”  This is a working document and we welcome your feedback.  To offer comments or suggestions please email us at TWCI@tacoma.k12.wa.us.


  

 

 

  

 

Social Emotional Learning

Positive Behavioral Interventions and Supports

Physical and Mental Wellness

Trauma Sensitive Practices

Signature Whole Child Practices

Restorative Practices

Advanced Tiers

(under development)

Continuous Improvement

Objective

Social and emotional learning (SEL) will create a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. – CASEL.org

PBIS will create safe, civil schools by giving a common purpose & approach to discipline, in hopes of creating an environment where students can grow socially & academically.  We will:

• define appropriate behaviors

• teach appropriate behaviors

• model positive social behaviors

• reinforce those behaviors – PBIS.org

Each student enters school healthy and learns about and practices a healthy lifestyle. - ASCD

Using a trauma-informed approach our staff: Realizes the widespread impact of trauma and understands potential paths for recovery; Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system; Responds by fully integrating knowledge about trauma into policies, procedures, and practices; Seeks to actively resist re-traumatization." – SAMHSA.org

Aligning and implementing Signature Whole Child Practices during the school day and in the ELO space will create a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. – CASEL.org

Restorative practices will use proactive informal and formal processes that build relationships and a sense of community to prevent conflict,

reduce bullying, strengthen civil society, provide effective leadership, restore relationships and repair harm. - IIRP

 

Tier 2 (targeted group support for SOME students), and Tier 3 (individual support for a FEW students) systems of support will improve student skills and overall well-being socially, emotionally and academically.

Continuous Improvement will create an ongoing cycle of positive change and employee involvement using data to inform a small step-by-step incremental improvement strategy.

Examples

• Explicit Instruction of SEL Lessons

• Integration and Infusion

• Climate and Culture

 

• Expectations posted and taught

• Teaching Matrix

• Acknowledgement System

• Proactive Discipline System

 

• Mindfulness

• Brain Breaks for Movement

• Healthy Breakfast, Lunch and Snack Choices

 

• Understanding ACEs

• Safe and Consistent

• Building Relationships and Connectedness

• Supporting and Teaching Emotion Regulation

 

• Warm Greetings

• 5:1 Positive Interactions

• Zones of Regulation

• Opportunities to Respond

 

• Community Building Circles

• Repairing Harm Questions

• Affective Statements

 

• Check-in, Check-Out

• SS GRIN

• Check and Connect

 

• Use of Comprehensive Data to Inform Decisions

• Representative Team with Active Administrator

• Effective and Efficient Team Meetings

• Always Evolving

Level 1: Building

(start here for a strong foundation)

 

Positive, welcoming, inclusive climate and culture

 

Common language

SW Expectations posted & taught (safe, respectful, responsible)

 

Acknowledgment System

 

Fidelity Assessment

PE/Recess/Brain Breaks for movement

 

Safe, collaborative playgrounds with trained staff

 

ACEs awareness

 

Build relationships and connectedness

 

Support and teach emotion regulation

 

Safe environment

 

Relationship Building Practices for all staff

 

Community Building:

 

Master schedule for community circles

 

Staff trained to run community circles

Staff use of affective statements

Assessment for readiness

Teaming

Clearly defined entry and exit for AT interventions

Data tracking

Clearly identified goal for student success

Whole Child team with active administrator

Efficient routine, schedule, and structure for conducting efficient team meetings

 

Level 1: Classroom

 

Positive, welcoming inclusive climate and culture

 

Zones of Regulation-Teaching Emotional Awareness and Regulation

Expectations Posted and Taught

Praise for positive behaviors

 

5:1 Interactions

Foundations of Behavioral Theory-Understanding of ABC’s of Behavior

Brain Breaks

 

Each student has access to school counselors and other academic, social, and emotional support systems

 

ACEs awareness

 

Safe classroom environment

 

Building strong relationships (teacher-student and student-student)

Relationship Building strategies

Community Building:

 

Community relationship building circle

 

Affective Statements

Data entry for tracking progress

 

Student success goal

 

 Buddy Room

Data competency - Power BI, e-school, etc.

Level 2: Building

(add these elements when implementing Level 1 with fidelity)

 

Integration of SEL practices

 

 

Develop proactive and responsive discipline system

 

Collect and review Big 5 data

 

Healthy Breakfast, Lunch and Snack Choices

 

Mindfulness

 

Implement trauma-informed policies and practices

 

Non-Violent Communication

Warmth and Support for all staff

 

Staff self-reports use and frequency

Managing Difficulties:

System in place for repair circles

Peer mediation

SS Grin (Social Skills Group Intervention)

 

Check-In/Check-Out

TWCI team analyzes Power BI SEL data

TWCI team follows data protocol and uses data to drive decisions and next steps

Level 2: Classroom

 

SEL practice opportunities through small group work, academic discussion, opportunities to respond, project-based learning

 

2 x 10

 

Non-verbal cues

 

Student Leadership Opportunities

 

 

Mindfulness

 

 

Focus on strengths

 

Teach skills for growth mindset and resiliency

 

Non-Violent Communication

 

Warmth and Support strategies

 

Problem Solving Circles

Use of the Restorative Questions

Circles focused on existing and/or emerging issues with selected students

Restorative meetings

 

Breaks Are Better

 

Track and assess data

 

Level 3: Building

(mastery level additions)

 

 

Master schedule time for explicit instruction of SEL curriculum

 

 

Function-based thinking training

 

Check and connect

 

Mentoring

 

Wide array of extended learning opportunities

Each student has access to school counselors and other structured academic, social, and emotional support systems

Addresses the health and well-being of each staff member

Clear support team structures

 

Individualized, trauma-sensitive mental health services

 

Prioritize social justice and equity practices

 

Family Support/Family Liaison

Emotion Coaching for all staff

 

Walkthroughs to measure fidelity

 

Align practices between Shift 1 (schools) and Shift 2 (ELO)

Intense Intervention Restorative conferences

Re-entry after exclusion

Circles for high risk behaviors

Individualized services

Family supports

 

Whole Child Snapshot

 

Wraparound services

 

Individualized function based supports

 

Breaks are Better

 

TWCI shares data with stakeholders

 

TWCI team celebrates successes

 

TWCI builds buy-in and fidelity of implementation

Level 3:  Classroom

 

Explicit Instruction of SEL curriculum

 

Behavioral Intervention Plan

Peace Center

 

Self-Management System

 

Praise Game/Good Behavior Game

 

Flexible seating

 

Promote healthy eating and life-long healthy practices

 

Self-Care

 

Emotion Coaching strategies

 

 

Restorative conferences

 

Re-entry after exclusion

 

Behavior Contract

Comprehensive data drives decisions

 

 

 

 

 

Data

Rand Conditions Report (Wallace)

 

Climate Survey

 

Discipline

 

SET/TFI

 

FitnessGram BMI

 

Discipline

 

Climate Survey

 

Rand Conditions Report (Wallace)

 

(would like self-report and/or walkthrough)

 

Discipline

 

Climate Survey

 

TFI

Discipline

Snapshot

CICO reports

Big 5

 

Climate Survey

Proposed Professional Learning Schedule of Offerings

2018-19

SEL Foundations- Aug 13th, 14th

TWC team coaching support at all site meetings

 

101 training at new teacher academy

 

Create online learning modules

Playground staff supervision training offered fall and spring

2017-18 Trained Trainers for sites

 

New teachers access to online learning

 

ACEs 101 offered in November

Implementation coaching at phase 1 sites

 

Online modules

June 18-19 and 20-21 full PD

 

Follow up PDs in fall and spring

TWC team coaching support at all site meetings

 

TWC site team PD breakout sessions 2x/year

 

SS Grin training counselors in Aug

TWC site team PD breakout sessions 2x/year

 

District Outcomes Overview for 2018-19

From continuum

Increase Phase 1 K-3 SEL skills (question-normed)

 

80% of sites meet their SMART goal from their SEL action plan

 

Increase ratio of alternatives-to-suspension to exclusionary discipline (Target attendance, disruptive conduct, and failure to cooperate)

 

80% are implementing at 80% or higher for Tier 1 on SET/TFI

Healthy Youth Surveys show positive gains towards healthier behaviors and well-being

 

Decrease playground referrals by 30%

 

2019-20 climate survey results show positive gains for students and staff

 

2019-20 climate survey results show positive gains for students and staff

 

Phase 1 sites fidelity information from Rand show 80% minimum implementation with fidelity

Increase ratio of alternatives-to-suspension to exclusionary discipline (Target attendance, disruptive conduct, and failure to cooperate)

 

Close gap of student groups exclusionary discipline by 20%

80% are implementing at 80% or higher for Tier 1 on SET/TFI

 

80% are implementing at 80% or higher for Tier 1 on SET/TFI

 

100% of teams use Big 5 data